4B’S PARENTS WEEKLY GUIDE VOL.

GAME SENSE
PRACTISES
 4B’S LEARNING PHILOSOPHY
Every child in our class is a talented,
capable, unique and an amazing student
in their own way! As a class we ensure that
we all feel that our classroom is the place
we all belong, feel included, valued and
safe in all aspects of the school day – This
also includes our weekly P.E lessons by
using game sense!
 WHAT IS GAME SENSE?
• Do you ever remember what it felt like at school when you wanted to be involved
and enjoy a sports game but it just didn’t make ‘sense’ to you? This is where game
sense as a teaching method comes into play. In brief, game sense is basically
modifying a sporting game so it makes ‘sense’ to those who are participating in it.
• Using game sense for 4B promotes a more ‘playing’ approach during my time
teaching games in HPE lessons. Modifying games does not mean completely
changing the entire essence or fundamentals of the game. Rather, it means making
modifications (easier or harder) to accommodate for students abilities through the
implementation of different rules, use of different equipment or even different game
tactics but most importantly being able to practise our fundamental movement skills
• The use of modification games allows a principal of play for teachers to use in order
to organise the learning task. From the onset of the lesson students will be better
able to appreciate and understand the game more effectively. The modified
games further allows an appropriate development of the game for the students.
Most importantly teachers can provide specific and tactical feedback for students
(O’leary, 2016)

• The use of game sense in HPE allows
students to develop the following
Fundamental Movement Skills:
(NSW DET, 2000)
WHAT IS GAME SENSE?
• This is a requirement for Year 4 as outlined in
the syllabus
• Stage 2 :Fundamental Movement and Physical Activity Students
apply movement skills in dance, gymnastics, games and sports,
and practise manipulative skills in a range of minor games. They
perform movement sequences with consistency and control and
demonstrate cooperation, effort and practice in physical activity.
Students demonstrate proficiency in the fundamental movement
skills of static balance, sprint run, vertical jump, catch, hop, side
gallop, skip and overarm throw through practice and application
in different games and sports. They participate in physical activity
and investigate how it contributes to a healthy and active lifestyle.
Students describe the factors that influence healthy (BOS, 2007)
• Through the game sense approach students
are able to demonstrate theses skills and meet
the syllabus requirements. Students
participation in the modified games creates a
long term positive effect as each student feels
apart of the game regardless of their level of
physical abilities. It further creates an interest
and appreciation of HPE lessons and students
engagement increases creating a long term
effect of an active lifestyle. A game sense
approach aims to have students active inside
school and outside schooling environment.
 HOW IS IT BENEFICIAL?
• A game sense approach helps students develop a positive learning environment
whereby they understand the importance of physical, social, moral, personal growth
and development as a significant part of their junior years. It further helps students
understand realistic concepts such as moral judgement through team work, failure
and success through the outcome of their performances and experience responsibility
thought their participation whereby each student has the chance to improve all
students skills and capabilities (Light, 2013).
• In other words, the use of games sense in 4B’S PE lessons means your child is
experiencing one or more of the following:
- Playing, included throughout the entire lesson
- Challenged and developing their fundamental movement skills
- Thinking, Communicating and developing team work
- Having a go and having fun!
 HOW IS IT BENEFICIAL?
• The syllabus further highlights particular skills that need to be addressed, the use of game sense
allows the following to be addressed during all games. After observing 4B here is a brief summary
how we met theses requirements during our first few games:
• Communicating(COS2.) – during a modified game of cricket with 4 stumps and a rotational game
for batters, bowlers and fielders teams need to communicate whether to run or remain on the base.
Fielders communicate with the batters where to throw the ball
• Decision Making (DMS2.2) – during a modified game of oztag, piggy in the middle is played.
Students need to make a decision at what point they are required to move in order to regather the
ball.
• Interacting (INS2.3)- during a modified version of volley ball, throwing and catching the ball to 3
team players then over the net to find the floor surface required teams to interact with each other to
making a contribution to the game
• Moving (MOS2.4) – during the start of all PE lessons warm up games are used to ensure all students
are moving, such games include mirroring your partner, acting as Indigenous animals with
movement and partner games such as running collecting the most bean bags before time is up
• Problem Solving (PSS2.5) – this is displayed through analytical games, where by students have to
move around the line of there peers over to the other side with a given set of tricky rules. Students
apply an in-depth use of problem solving to come to a solution. The use of game sense here allows
students to understand the importance of having a team plan and tactic in invasion sports
 REFERENCES
• Board of Studies, NSW. (2007). Personal development, health and physical
education K-6 syllabus. Sydney: Author. Retrieved from NESA website:
http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/ learning-
areas/pdhpe/pdhpe-k-10-2018
• Light, R.(2013). Game Sense: pedagogy for performance, participation and
enjoyment. Chapter4 (pp 37-47). NSW Department of Education and
Training. (2016). Get skilled get active: A K-6 resource to support the
teaching of fundamental movement skills. Sydney: Author. Retrieved from
NSW Department of Education website:
https://education.nsw.gov.au/teaching-and-learning/curriculum/key-
learning-areas/pdhpe/ physical-education/resources
• O’Leary,N.(2016). Learning informally to use the ’fullversion’ of teaching
games for understanding. European Physical Education Review, 22(1), 3-22.